Daily knowledge sharing at work: the role of daily knowledge sharing expectations, learning goal orientation and task interdependence.

IF 4 2区 心理学 Q2 MANAGEMENT
Roy B L Sijbom, Ellis S Emanuel, Jessie Koen, Matthijs Baas, Leander De Schutter
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引用次数: 0

Abstract

Knowledge sharing is vital for organizational success. Yet, most research treats it as a static behaviour, overlooking its fluctuations within individuals over time. Drawing on role theory and a cost-benefit framework, we argue that knowledge sharing expectations conveyed by supervisors and co-workers on a given day positively predict employees' actual knowledge sharing on that day. Furthermore, we propose that learning goal orientation and task interdependence - key between-person characteristics - moderate this within-person relationship. We tested these hypotheses in two preregistered 10-day diary studies among UK employees (Study 1: 557 daily surveys from 101 respondents; Study 2: 401 daily surveys from 88 respondents). The results showed that daily knowledge sharing expectations are positively related to employees' daily knowledge sharing, with the strongest effect size for co-worker knowledge sharing expectations. While perceived task interdependence did not moderate this day-level relationship, learning goal orientation showed varying moderating effects across studies: At higher levels of learning goal orientation, the positive day-level relationship was stronger in Study 1 but weaker in Study 2. Our study offers novel insights into the short-term nature of knowledge sharing and its boundary conditions, highlighting the importance of both daily knowledge sharing expectations and individual differences in shaping knowledge sharing in organizations.

日常知识共享在工作中的作用:日常知识共享期望、学习目标导向和任务相互依赖的作用。
知识共享对组织的成功至关重要。然而,大多数研究将其视为一种静态行为,忽略了它在个体内部随时间的波动。利用角色理论和成本-收益框架,我们认为主管和同事在某一天传达的知识共享期望正向预测员工当天的实际知识共享。此外,我们提出学习目标取向和任务相互依赖-人与人之间的关键特征-调节这种人际关系。我们在两项预先登记的英国员工10天日记研究中检验了这些假设(研究1:来自101名受访者的557次每日调查;研究2:来自88名受访者的401份每日调查)。结果表明,日常知识共享期望与员工的日常知识共享呈正相关,其中同事知识共享期望的效应量最强。虽然感知任务相互依赖并没有调节这种日水平关系,但学习目标取向在不同研究中表现出不同的调节作用:在较高水平的学习目标取向下,研究1的正向日水平关系更强,而研究2的正向日水平关系更弱。我们的研究对知识共享的短期性质及其边界条件提供了新颖的见解,强调了日常知识共享期望和个体差异在塑造组织知识共享中的重要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.00
自引率
2.30%
发文量
40
期刊介绍: The mission of the European Journal of Work and Organizational Psychology is to promote and support the development of Work and Organizational Psychology by publishing high-quality scientific articles that improve our understanding of phenomena occurring in work and organizational settings. The journal publishes empirical, theoretical, methodological, and review articles that are relevant to real-world situations. The journal has a world-wide authorship, readership and editorial board. Submissions from all around the world are invited.
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